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Extended Lesson Planning Format for Teacher Education Candidates

Ithaca College School of Humanities and Sciences

Name Brooke Blair

Lesson Title or Topic The Buddha in the Attic by Julie Otsuka

Grade Level Honors 12th

Course Name or Content Area Reading the World

Central Focus
Describe the central focus for the content/skill you will teach. The central focus should provide a short narrative summary of this
lesson and/or learning segment.
This lesson focuses on the historical context of Japanese immigration in the beginning of the twentieth
century and later the Japanese internment during WWII. In the discussion, students will focus on why
Japanese immigrant came to America and what life was like for them upon arriving on the west coast.
The later half of the class will focus on the internment of Japanese people after the bombing of Pearl
Harbor.

Context
1. State the long-range learning goals for the learning segment to which this lesson contributes. The long-range goals should deal
with mastery of knowledge/skills that students will be able to transfer to real-life situations.
2. Explain how this lesson builds upon lessons before it and how this lesson fits into the overall learning segment/unit.
3. Describe the students for whom this lesson has been developed. Consider the personal, cultural, and community assets of your
students and how this lesson builds upon those assets.
1.Students in this lesson and unit will learn more about how immigrants are treated in new countries,
and how they were received historically so that they can make more informed decisions and opinions
about the global community of today.
2. This lesson follows a unit on Central America where students will learn about the political unrest in
different countries. Previous materials focused on oppressed peoples and how the government had
caused suffering in the lives of a group of people. Students will use the background knowledge from this
lesson to discuss the details in the novel and the connection the novel has with historical documentation.
The information from this lesson will be revisited throughout the unit in comparison with textual
evidence.
3. The class this is designed for is primarily comprised of white students. There is one student who is not
white identifying. The students are from a more progressive, liberal community that is open to other
groups of people (ethnic groups, political and religious groups, LGBTQ+). Because of the accepting culture
of the surrounding community, students have access to resources about other cultures that may include
visitors, speakers, books, videos, etc.

Prior Knowledge
What knowledge, skills, and concepts must students already How will you know if your students have prior knowledge, etc.?
know to be successful with this lesson? How/when will you teach/re-teach if necessary?
Students do not have to have knowledge of Should any number of students not have prior
Japanese culture or Japanese immigration in knowledge about WWII and the racial prejudices of
order to be successful with this lesson; however, the beginning 20th century, I will make a point in the
students should have a foundational knowledge lesson to expand upon the reasons why the
of WWII from a previous unit in social studies information is the way it is (ex. the Japanese were
(why it happened, which countries fought whom, interned because the country of Japan had bombed
why certain countries were fighting). Also, Pearl Harbor in WWII). Later in the unit, if students
students should have skills in notetaking from a still do not understand the details of WWII, I can use
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presentation to record information that will be specific textual evidence to talk more about the
revisited in the upcoming lessons. Students historical context. If students are unable to take
should have the ability to think critically about notes in their reading journals themselves, I can
their own understanding of racial prejudice and provide a structured note guide for any students
write a response to a prompt about racial that need a more structured note taking system. If
prejudice. students did not take the notes they need for their
assessments, I can use the textual evidence to
further discuss the information from this lesson in
the following lessons and post the PowerPoint on
Google Classroom for future reference. After this
lesson, if some students do not understand racial
prejudice or how racial prejudice impacts lives today
in their own community, I can start the class with a
group discussion about what is racial prejudice or
have students talk in smaller groups to create a
definition. I can also provide more contemporary
examples of racial prejudice for students to look
over for Article of the Week in a following week.

State/National/Common Core Standards

List the number and full text of each standard that is addressed in this lesson.
Remember to include content and literacy standards, as appropriate to the lesson.
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g.,
visually, quantitatively) as well as in words in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RI.11-12.8
Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional
principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the
premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential
addresses).
Objectives and Assessments
--Here list the short-range learning objectives specific to this particular lesson. These objectives should be items that are
immediately observable and easily assessed.
--In addition, you will identify how you will know if the learning objectives for this lesson have been met. List the types of
assessments you will use to determine whether the objectives have been met. List the types of formative assessments you will
use to monitor student learning of your specific learning objectives for this lesson. What assessments will determine proficiency,
excellence, or failure to meet the learning objectives of this lesson?
--As you consider your assessments, you should think about the kind(s) of feedback your students will receive from you related to
your assessments and how you will expect them to use this feedback.
- Formal assessments could include an exit ticket, a homework assignment, an in class writing assignment, a project, or a quiz or
a test you will give later, etc. Informal assessments could include structured observation, thumbs up/thumbs down, think-pair-
share, whiteboards, etc.
Learning Objectives Formative Assessments Summative Assessments
The students will be able to … What formal and informal assessments What evidence, by the end of the
(Learning outcomes to be achieved by will you use during this lesson to monitor learning segment/unit, will show that
the end of this lesson) whether your students are developing students understand and have met your
the understanding/skills required to learning objectives?
Every objective should have an meet the learning objective you have
assessment. identified? If you are using observation
as a form of assessment, write the
Note: Use as many rows as you have questions you will use as a guide for
learning objectives. You must have at your observations of students during the
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least one objective, but there is no lesson.

maximum number.
Students will be able to describe Students will complete an exit Students will use their
Japanese immigrant culture in ticket at the end of the lesson knowledge of Japanese
the beginning of the 20th century. describing three things they immigrant culture to visually
learned from the lesson, 2 things depict aspects of the novel in a
they would like to learn more collage. Visuals students use
about, and one question that should match the information
they still have. This will help from this lesson and this learning
show what information students objective to show the
focused on and what more the intersection of Japanese
students need to focus on. immigrant culture with American
culture.
Students will be able to identify Students will be asked questions Students will connect the
reasons for Japanese immigrants during the presentation to make reasons for immigration from
to come to America. inferences based on information. this lesson with the information
Such questions include “What from the novel to visually depict
about the economy of Japan in the lives of Japanese immigrants.
this time might encourage
immigration to America?” and
“How is the reputation of
American culture used to
encourage immigration to
America?”.
Students will be able to identify Students will complete a journal Students need to represent the
some of the racial prejudices response about cultural struggle Japanese immigrants
against Japanese immigrants. prejudice and racial prejudice at faced upon moving to America as
the beginning of class which will shown through the novel in their
identify how much students collage. They then will identify
know about racial prejudices. the struggles and possible racial
Also, students will use this prejudices that impacted the
information in their reading immigrants in their writing
journals to make connections explanation.
while reading for homework.

If, as a result of the assessments above, students have not met your learning objectives for this lesson,
what strategy/ies will you use to teach/re-teach?
If students do not meet these learning objectives, I will use the readings and following lesson materials
to connect back to this information. For example, if students have not met this learning objective and
need more time the next day to readdress the information, we can use the textual examples from the
first section of The Buddha in the Attic and identify how the text connects with the information from
the presentation/this lesson.

Academic Language Demands

Language function and objective Example: Students will compare and contrast, orally with a partner, Native
Choose a higher order language verb (e.g. American boarding schools to their school.
analyze, evaluate, explain, interpret,
describe, predict, argue, or prove) that Students will identify facets of Japanese immigrant culture specifically on the west
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students must know how to do in order to coast of the United States of America in writing.
succeed in this lesson. Write an objective
with your language function, the modality
(reading, writing, speaking, listening), and
content. See your edTPA handbook for
content specific language function
suggestions.
Vocabulary Immigration, “Picture Brides”, prejudice, “other”, Japan, economy,
What skill vocabulary (e.g., Venn diagram, Executive order 9066, Gentleman’s Agreement, internment, Pearl
graphic organizer, thesis statement, Harbor, collectivist, individualist
symbols) and content vocabulary (e.g.,
imperialism, mitosis, isosceles) do
students need to know in order to succeed
in this lesson?
Discourse Note taking in reading journals, writing a short response to a
Discourse is a distinctive communication prompt, verbally respond in coherent, clear sentences to oral
structure and/or style specific to your questions
discipline (e.g. lab reports, literary
analysis essays, document-based
arguments, proofs, critiques, etc.) In what
discipline specific ways do students need
to communicate in order to succeed in this
lesson?
Language supports
How will you help students understand the verbal and written language requirements to succeed in this lesson? (These should
also be included in your step-by-step procedures below.) How will you help them use Academic Language during this lesson?
(Include how you will use students’ prior knowledge and your teaching in this lesson to facilitate and deepen student learning.)
In this lesson, students will be informed of the language objectives at the start of class. Students will be
reminded again throughout the lesson about the different discourses they should be interacting with (i.e.
they will be asked to orally respond to a question or write in their notebooks). To help students further
understand how to succeed, I will remind students of the structure of a writing prompt, note taking
structures, and ask highlighting questions with language that students can use to respond to the
question. Highlighting questions also help students to work with and process the academic language
incorporated in this lesson. The writing prompt creates the opportunity for students to use their own
personal experience to access the idea of racial discrimination and providing opportunities for students
to express their relationship with “other”ing can help to break down language barriers and create a
better class understanding of the terms/concepts.

Advanced Preparation for the Lesson

1. What instructional resources/materials do you need to prepare in advance?
List here the resources you will use to engage your students and assess their learning in this lesson.
Include handouts, slides, supplies, images, grouping plans, manipulatives, equipment, rubrics, answer keys, or anything else that
requires advance preparation. Written materials should be attached to this plan.
2. What else do you need to do before the lesson starts in order to be ready?
List here reminders to yourself so that you’re prepared when the students walk into the room.
1. I need to make the PowerPoint with the writing prompt, objectives, and the information for the
background knowledge on Japanese immigration.
2. I need to make sure to have the projector ready with the PowerPoint up for when students are
ready. The desks need to be organized in the classroom so that each student can see the board. I
need to make sure that the slides are in order and I have any additional notes on a separate
sheet to supplement the PowerPoint. The learning objectives should be written on the board so
that students can refer back to the objectives at any point in the lesson
3.
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Lesson Procedures: Instructional Strategies/ Learning Tasks

Describe, in detail, the steps you will follow in this lesson, attending to both what you will be doing and what the students will be
doing.
Time Step-by-Step Procedures
Opening (Launch)
How will you begin your lesson in a way that motivates and engages students in learning this lesson’s content? (Motivation for
lessons should be interesting, age-level appropriate, brief, and directly related to the learning objectives of the lesson.)
5 min 1. 1.Greet the class and introduce the lesson by reading the title of the presentation.
Then go into the national day for that day and have students write down their
homework. Once students have had a chance to write down their homework, go to the
next slide which has the writing prompt. Have one of the students read the prompt
and then have (an)other student(s) rephrase the question or expand upon the content
that the question is eliciting. Once students understand the prompt, as demonstrated
by the students’ rephrasing of the question, remind students of proper writing prompt
etiquette and allow them time to write.
Procedures
List the next steps of your lesson. Provide a detailed description of what teacher and students will be doing. Your planned
formative assessments and language supports from above should show up in this section as part of your lesson procedures. Add
rows below as needed.
Write lesson plan procedures so that another teacher could pick up your plans and actually accomplish your objectives for the
lesson. The following procedural terms are too vague: introduce, discuss, review.  How will you introduce something new?  How
will you organize discussion? How will you conduct a review? Include specific questions you will use.
5 min 2. 2.Allow students time to write their response to the prompt. Float around and assist
students who seem to not be writing. If students say they have nothing to write, ask
them to write what the question means conceptually – “How would you define
“other”? How can somebody “other” another person?”. If some students need more
time to write, more than 5 minutes can be allotted to allows students the time they
need.
1 min. 3. 3.After most students seem to be done and/or more than 10 minutes has passed, bring
the class back together. Remind students that the writing prompts are private and
while I will check them for completion, if they do not want me to read their response,
they can write “DO NOT READ” at the top of the page and I will not read their
response. Move on to introducing the new novel, The Buddha in the Attic.
3 min. 4. Briefly summarize The Buddha in the Attic using the topic of the presentation; the
novel concerns the lives of a generation of women who were sent to America as
“Picture Brides” and are forced to live in racial isolation and are ultimately
discriminated during WWII through military relocation to internment camps. In order
to understand the novel, we need to have some background on Japanese culture and
racial sentiments just before the United State’s involvement in WWII. This can begin
the PowerPoint.
25 min. 5. Go through the PowerPoint presentation while having students take notes in their
journals. Highlight important information about Japanese culture that is retained by
the Japanese immigrants after moving to America. It may be useful to ask students
what they already know about the topic (What do you know about US immigration
policies in the beginning of the 20 th century?) or ask them to relate the information to
their own lives (How does American family structure compare to Japanese families?
Are we a collectivist society or individualist society?) There is a video at the end of the
presentation that is about 6 minutes long. Play the video and have students write
down anything they find interesting or that is new information.
Closure
How will you bring this lesson to closure? How will students reflect on what they learned today, and how will you prepare them
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for what’s ahead?

3 min X. On the last slide, students have instructions for an exit ticket. Have students write their
answers on a scrap piece of paper that they can turn in. Allow students the final moments of
class to complete this, answer any questions, and make sure students remember that they are
to read up to page 23 of The Buddha in the Attic for tomorrow.

Inclusiveness
Universal Design
What general features of your procedures and/or assessments support the learning of all students by making this lesson
accessible for every student in the class? Make sure to address each of the 3 major principles of Universal Design (i.e. providing
multiple means of (1) representation, (2) action and expression, (3) engagement).
1. This lesson provides three means of representations of the information. First, the lesson has a
lecture aspect with a visual reference that allows students to visually follow audible information.
Second, the students will have opportunities to answer questions and discuss the information
which will help students to build comprehension of the concepts with their peers. Finally, the
lesson incorporates a video resource that students can access outside of classroom. This allows
students who are unable to take notes in class to access the information at a time where they
can pause the video or rewind.
2. Students express their understanding of the concepts in the writing responses, their oral
responses to questions, and their exit ticket at the end of class.
3. This lesson engages students through their completion of a writing prompt based on their own
experiences/prior knowledge. In addition, students engage with the content as they write down
their notes/answer questions proposed during the lecture. At the end of the lesson, students
engage with the lesson as a whole in choosing three facts they learned, two they wish to learn
more about, and a question that they have pertaining to the content.
Students with Specific Learning Needs (to be completed below)
What are some of the specific learning needs possessed by students in your class, and what will you do to intentionally support
students’ learning specific to this lesson?
IEP/ 504 Plans Supports, Accommodations, Modifications,
Examples: Auditory processing, attention related issues Pertinent IEP Goals (Do not copy and paste from other
lesson plans. These supports should be specific to this
lesson and these students. List specific supports for
students using initials to designate each student.)
Visual Processing Disorder The presentation for this lesson will be given orally
in conjunction with the presentation which will help
the student with visual processing disorder to
access the same information. This lesson may also
be recorded for the student to access after class.
Anxiety These students in their IEPs are not to be called on
in large group discussions. They are able to interact
with the information in the writing prompt at the
beginning of the lesson, note taking during the
lecture, and the exit ticket at the end of the lesson.
The exit ticket will help these students to ask
questions that they have about the content without
having to speak in front of the whole class.
Specific Language Needs Supports, Accommodations, Modifications
Examples: English Language Learners, regional varieties of
English
English Language Learner In this lesson, I offer moments of student
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interaction that allow them to work with the

language to come to their own understanding of
what is occurring. For example, in the beginning of
lesson with the writing prompt, allowing students
to rephrase the question helps to define what it
means to be “other” and provide a differently
structured question for students to think about.
Also, during the presentation, the checks for
comprehension of the topics help to measure what
the class needs to go over again. Students are
allowed to take notes according to their own
preferences which may help the student to create
their own understanding in their own preferred
language structure.
Other Learning Needs Supports, Accommodations, Modifications
Examples: Struggling readers, students with gaps in academic
knowledge, students learning at an advanced level, etc.
Struggling Readers This lesson does not rely on reading in order to
obtain the information. The PowerPoints are
structured to help outline the information for
students with the lecture supplementing the
PowerPoint and class discussion to work through
complex topics. The video at the end of the
presentation will help to connect a cartoon
explanation of Japanese internment to the
information from the lecture.

Theoretical Principles/ Research-Based Practices

Describe clearly how the theory/research supports your selection of learning activities for this lesson.
Bloom’s revised taxonomy categorizes four knowledge dimensions of which this lesson falls under factual
and conceptual. Students learn factual information about the historical context of the class novel and
then broaden their understanding to conceptual understanding of racial discrimination around WWII.
Bandura’s social learning theory views learning from observing and from examples. This lesson provides
the examples and models for students to keep in mind as they continue in this unit. Stiggins et al focuses
on assessments that collect information to meet the needs of the users and produce results that can be
communicated to other teachers, parents, and policymakers. This lesson incorporates two formative
assessments, the writing prompt and exit ticket, that help to gauge communicable information about the
needs of the students in order for them to succeed in learning the lesson objectives.
References
Include here any professional resources from which one or more parts of this lesson plan have been borrowed/adapted. (If a
mentor teacher shared plans, please credit them.)
Video: Ted-Ed “Ugly History: Japanese American incarceration camps - Densho”

The following questions should be answered after you teach your lesson. Some instructors or
supervisors may ask you to submit these responses separately from your extended-format plan, so
please ask your instructor/supervisor for more detail about expectations for the completion and
submission of lesson reflections.
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Lesson Reflection
After the lesson has been taught, write your reflection.

How effectively did I promote a positive learning environment? How do I know?

How well did I engage students in learning? How do I know?

How did I elicit and build on student responses to deepen their learning?

What changes would I make to my instruction to improve student learning? Why?

What did I learn about my students’ learning from my assessments? If I didn’t learn what I hoped to learn from the
assessment(s) I used, how would I modify the assessment(s) for next time?

Rev. 05/15/2017

Link to PowerPoint: https://docs.google.com/presentation/d/16KAc0QvvQNLSU-z-MWcNDp-

_Jmuzr_Nl7rRpZpN-G4I/edit?usp=sharing